Abstract:
The objective of this study was to assess the relationship between school climate and teachers
job motivation in primary school of Gulele sub city. To conduct this study, correlational research
design and quantitative method was employed. The participants of this study were 8o teachers
selected by using stratified sampling techniques. The data were collected using organizational
climate descriptive questioners (OCDQ) and teachers’ motivation questionnaire. The study
indicated that there is high level of intrinsic motivation and the intrinsic motivational level was
characterized by being responsible for student learning, motivated on work itself, improving
professional and like teaching profession. Similarly, it was indicated that the level of teachers’
extrinsic motivation was strong and their motivational level was explained by good interpersonal
relationship with colleague and administrator by creating good working conditions.. The
correlation result showed that except relationship and communication all factors of school
climate have a positive and significant relationship and effect on teachers’ motivational level.
Moreover the most correlated variable was school resource and facilities (r=.943) followed by
working condition (r=.847), and the third was school governance and leadership(r=.432). As the
same time all variables were significant at 0.05 significant levels. Furthermore, the study showed
that the effects of variables in combined (the four types of school climate) had shown strong
relationship to teachers’ job motivation as shown by coefficients of correlation 0.966. From the
findings, it can be concluded that the level of school climate can be characterized at high level
by school governance and work condition and in moderate level by communication, resource
and facilities. Concerning the relationship between school climate and teachers job motivation,
it can be concluded that there is very high correlation or relationship between school climate
and teachers job motivation. The study also concluded that teachers’ intrinsic motivations can be
highly influenced by sense of accountability, improvements of professional skills and sense of
achievements while teachers extrinsic motivation were influenced by interpersonal relationship
and good working condition. Finally, the study recommends that as motivated teachers have
high tendency of work achievements, they need to be motivated for the improvement of effectual
educators in the elongated run
